Please comment/agree/disagree/add or remove descriptors. Please use the discussion boxes below. Reaching consensus is not essential, but desirable. Descriptors in green indicate that they are overlapping with others dimensions, in which these descriptors also appear. Note that each descriptor is written in relation to the 4 transversal dimensions (strategy and business models, technology, quality and leadership).
Descriptors
OER
Strategy/Business Model
The institution uses OER as a visibility mechanism to attract students and increase reputation
The institution offers formal certificates for its free content compliant with the ECTS
The institution collaborates with other institutions in the production/reuse of OER
Technology
The institution makes use of automated technology to assess students' work on free content or OER ( e.g. multiple choice questions)
The institution explores different tools to create meaningful content and with appropriate granularity
The institution seeks to use audiovisual tools to enhance the content produced
The institution automatically monitors when the content was created and when it will need updating (e.g. every 2 years)
The institution allows content users to revise and remix content in the institutional platform in which it is offered
The institution allows users to create content in the institutional platform
The institution seeks to tag content appropriately to increase its findability
The institution places its content in an interoperable platform (e.g. IMS Common cartridge compliant etc.)
Quality
The institution supports and encourages staff members to develop meaningful assessments for its open education offers
The institution makes purposeful decisions on the different types of robustness of assessment they use in open education (see OpenCred model)
The institution has guidelines on different OER granularity
The institution allows social mechanisms of quality control fostering user feedback on the produced OER
Leadership
The institution has policies on OER offer, production, and reuse
The institution seeks to be at the forefront of innovation on OER assessment techniques and tools
Staff members at the institution are proactive in exploring new and suitable assessment practices for the institution's open education offer
The institution seeks to identify staff members that are motivated by the idea of OER production and use
Free of charge content
Strategy/Business Model
The institution is committed to offer updated and high quality content for free
The institution does MOOCs as a way to deliver content and information to a global audience for free
The institution uses OCW as a way to deliver content and information to a global audience for free
Technology
The institution uses biometrics systems to verify the learner's identity during assessments
The institution uses proctoring services
The institution offers formal certificates for its free content compliant with the ECTS
to verify the learner's identity in assessments at a distance
The institution uses technology to verify the identity of the open learner
Quality
The institution has an internal quality control mechanism in place for its free content
The free content is designed to be offered online
The institution allows social mechanisms of quality control fostering user feedback on the free content
Leadership
The institution engages staff members in the proposal of its free content
The institution rewards (with money, time or career plan) staff members who engage with producing and using free content
The institution is at the forefront of free content offer in its region or country
The institution seeks to identify staff members that are motivated by the idea of free content production and use
Please comment/agree/disagree/add or remove descriptors. Please use the discussion boxes below. Reaching consensus is not essential, but desirable. Descriptors in green indicate that they are overlapping with others dimensions, in which these descriptors also appear. Note that each descriptor is written in relation to the 4 transversal dimensions (strategy and business models, technology, quality and leadership).
OER
Strategy/Business Model
The institution uses OER as a visibility mechanism to attract students and increase reputation
The institution offers formal certificates for its free content compliant with the ECTS
The institution collaborates with other institutions in the production/reuse of OER
Technology
The institution makes use of automated technology to assess students' work on free content or OER ( e.g. multiple choice questions)
The institution explores different tools to create meaningful content and with appropriate granularity
The institution seeks to use audiovisual tools to enhance the content produced
The institution automatically monitors when the content was created and when it will need updating (e.g. every 2 years)
The institution allows content users to revise and remix content in the institutional platform in which it is offered
The institution allows users to create content in the institutional platform
The institution seeks to tag content appropriately to increase its findability
The institution places its content in an interoperable platform (e.g. IMS Common cartridge compliant etc.)
Quality
The institution supports and encourages staff members to develop meaningful assessments for its open education offers
The institution makes purposeful decisions on the different types of robustness of assessment they use in open education (see OpenCred model)
The institution has guidelines on different OER granularity
The institution allows social mechanisms of quality control fostering user feedback on the produced OER
Leadership
The institution has policies on OER offer, production, and reuse
The institution seeks to be at the forefront of innovation on OER assessment techniques and tools
Staff members at the institution are proactive in exploring new and suitable assessment practices for the institution's open education offer
The institution seeks to identify staff members that are motivated by the idea of OER production and use
Strategy/Business Model
The institution is committed to offer updated and high quality content for free
The institution does MOOCs as a way to deliver content and information to a global audience for free
The institution uses OCW as a way to deliver content and information to a global audience for free
Technology
The institution uses biometrics systems to verify the learner's identity during assessments
The institution uses proctoring services
The institution offers formal certificates for its free content compliant with the ECTS
to verify the learner's identity in assessments at a distance
The institution uses technology to verify the identity of the open learner
Quality
The institution has an internal quality control mechanism in place for its free content
The free content is designed to be offered online
The institution allows social mechanisms of quality control fostering user feedback on the free content
Leadership
The institution engages staff members in the proposal of its free content
The institution rewards (with money, time or career plan) staff members who engage with producing and using free content
The institution is at the forefront of free content offer in its region or country
The institution seeks to identify staff members that are motivated by the idea of free content production and use